Memorial High School - Talon Yearbook (Joplin, MO)

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::A7 -.ng j . IQ,-sf X 'Wy gl E K.. A 1.3 W :I il I . I i .,. I.- , ,-, . .... . ...H Home economics. . . What were the ways students used home economics at home? I cook the same recipes at home that I have cooked at school. I go through the same steps. In that way I know l'm doing right isenior girll. I used what I have learned in making my own garments at home fjunior girlj. I have learned tailoring for wool skirts and dresses isenior girll. I've helped my mother plan the menus and shop for the right kinds of foods tsenior girly. Now when I fix a meal, I make sure it's well-balanced and attractive tsenior girll. One teacher commented, Any teaching of home economics should have a two fold purpose. It should in- crease the present efficiency of the individual and train for the future. It should prepare girls to assume places of responsibility in the home and society. Home economics can prepare girls for careers and for the dual role of career and homemaker. img. -r . ' . . ' ,Eff ':'gf'.iawff.g,ff..f.. Ja. of I - ' , . v Ffa ' 3' hi ,A , me we 1. -v.--.--,-.-um ' xl'-M--Nt, all-.., ...H za.. ., L. , , ,f Y A A L I t at . ......, ,,., ,,...., l . . l ggi? H N , . ff ftv yaaitw. at it . .1W,t-,rlllttxllpgZ,Mk? EMI Ii, .. I I I PMS? ' HN merges- ,I .H - -.- .......' 8-: H - -. ...M ., , i ' ' 'sr TY '. 4- L' : '-E: -1911 -1' . i:5E-vw - ,ga l .,f 4 Q 1 fji -g'q.q:1f1' 1531 bf .-7 .Titn-?'f,'+::-.! .i,.q'l 1 SP5 5 mU 'J ' L 94- 5,:'L'34 r',i2': ' ,.1 'r.f:w':f'fm'f. 'gi rs- 'few--frfai rift- ,. e. fwfr 1-.--- f .- vt J-, ug, . - if I , w-,-jr -il -1-fu ,... pm, I C.m5Yl'Qlw,'gg: W1 . Q lr t,,..!p't.. r ' 'ul 'I 93. ll ,X ....A, -. .Ginn I yi Asiwthmwuky V -5- - 1--wwqsl, . we-Q. . t W. . ,- I F I 'Hi' 'I' '-Y 'M l.1l'V ':.w' I 74 A K ' .ir - .f ,, new if will MN I . ' '.'.l.lliill. ' XJ ' iw, A ' 'i llHC'wmQvlll ! m ' 7 I A JANIE EVANS and Violet Knowles fitted a pattern Ileftj. Rose Wy- rick ftop ieftj added finishing touches to a picture. Sandra Meyers demonstrated cooking abilities itop rightj. Karen England fabovej enjoyed sketching by the open window.

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Mathematics. . . Systematic and ordered was the style of the math curriculum. In functional math I learned to use math in everyday life tfresh- man boyl. Functional math I-a pre- pared pupils to take more math. Next came algebra 1: set theory, logic, equations, factors, exponents, roots and radicals. It should be taken by anyone who plans to take science, go to college or enter a skilled trade tinstructorl. My al- gebra 2 class is rather large and the instructor can't get to each in- dividual every day. So students help each other figure out problems. The students are less competitive, more seriously interested in learning. I am only aware of competition when tests are handed back and some students compare scores tjunior boyl. Algebra confuses mel I never know whether I will pass or fail the next chapter test. I try and the teacher tries. It's no one's fault tfreshman girlj. Geometry: theorems, proofs, constructions. lt's interesting but doesn't solve Iife's real problems tsophomore girlj. Any math course can be used in about any field-for instance many modern artists have been exploring geometry lsopho- more boyl. Trigonometry and math analysis rounded off high school math. I took trig because if I skipped math for a whole year I might never catch on again in colIege! tsenior girll. Now that l'm a senior I like math. I guess it's finally getting through to me tsenior boyl. MFI. ROACH'S geometry students ltop leftj acquired skill in constructing geometric figures as Mr. Gillman lleftj taught his students the fundamentals of algebra. Mr. Bean helped Gail Wetherell ltopj with algebra 2 and assisted the trisics students in operating the computer. Jay Dittman and Pat Thompson ltop centerl compared their math grades.